Common Core Aligned Lesson Plan Template

Subject(s): Mathematics______________________________________________ Grade:

Kindergarten______________
Teacher(s): Kathryn Parker____________________________ School: College Park Elementary Date:
10/30/15
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g. by using matching and counting strategies.
2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
ELD.P1.K.C12: Selecting and applying varied and precise vocabulary and language structures to effectively convey
ideas.
3. Learning Objective: (What will students know & be able to do as a result of this
lesson?):

STUDENT-FRIENDLY
TRANSLATION
I will be able to correctly identify
numbers that are greater than
or less than another number.

Students will be able to correctly identify numbers that are greater than or less
than another number.
4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish

the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

The ELs would need to use their reading, listening, and writing skills in order to accomplish the goals of this lesson.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the
STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?):
TRANSLATION
This is important for me to know
This is important for students to know because this is a concept that will be built
because it will be built upon in

upon in future learning. It is important in the real world because they will
eventually be able to compare other things such as prices at the grocery store.

future learning. This is important

in the real world because I will
eventually be able to compare
other things such as prices at
the grocery store.

6. Essential Questions:
Why is it important to know whether a number is greater than or less than another number?
What are some strategies you can use to determine whether a number is greater than or less than another
number?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number - 27
b. EL/Special Needs 1 student does speak some English, but gets some translation from English to Spanish.
I do not know her level.
c. Academic background in content area - they recently did a lesson on the concept of greater than and
less than and were introduced to the greater/less than symbols
d. Linguistic Almost all of the students speak English. One student is not as fluent, so the teacher
sometimes verbally translates instructions and questions into Spanish for her.
e. Cultural/Health White, Hispanic, and Asian cultures are represented in the class. One student is not
fluent in English, so the teacher sometimes verbally translates for her.
f. Physical They are a very active group, but want to please you. One student has a hard time sitting still
and facing the front while sitting on the rug. This has resulted in him being asked to stand off to the side of
the rug on multiple occasions.
g. Social The class is very verbal and loves to talk with each other. The teacher has, on multiple occasions,
had to ask the students to quiet down.
h. Emotional The students seem to be very emotionally healthy. They play well together and have a good

sense of camaraderie. They share well most of the time and love to give the teacher hugs.
i. Interests/Aspirations they love animals and holidays. They have a daily share time where a group of
students share a favorite object.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

My student who is not as fluent in English would have difficulty with the reading required in this lesson.
Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

I will do a lot of modeling for her so that she can see the concept for herself. This will help her at least begin to
understand the concept and what she needs to do in order to meet the standard.
10.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson: The
students will be using critical thinking because they will have to determine which group of objects has the
greater amount of objects. Some students will be using communication as they explain why they put the
example in the column they did.
11.
Technology - How will you incorporate technology into your lesson?
I will incorporate technology into this lesson by using the document camera to project the guided practice problem to
the class. This way they can work through the problem with me as I model.
12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
To assess whether or not students are grasping the concept of greater than, I will use a formative assessment

where students fill in a sentence frame. They will be given a paper that has multiple problems where there are two
groups of objects. Underneath each problem, there will be a spot for them to write down the number of objects in
each group. Underneath that will be two sentence frames: ______ > _____, and ______<______ Each blank will be
filled with a number. For example, if there were a group of 7 objects, and a group of 9 objects, the students would
write a 7 under the group of 7 and a 9 under the group of nine. The sentence frames would look like 9 is greater
than 7 and 7 is less than 9. Students will then circle the group with 9 objects.

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

13.
Instructional Method: Circle one Direct Instruction
Inquiry: Concept Formation
Cooperative Learning

14.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

-Document camera
-Projector
-Formative assessment
-Swun math book
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory set:
What do you do to focus students on what they are about to learn?
I will begin the lesson by placing two examples on the white board. One example will show greater than and the
other will show less than. For example, in one column, I will place an example of 6>4 and in the other column, I

will place 4<6. I will have more examples in my hand for the students to place on the board. After I place the
examples on the board, I will then draw a name stick and ask that student to come up and place another example
where they think it should go. When they place it under a column, I will ask the student why they placed it there.
Once all the examples have been placed correctly, I will then begin the body of the lesson.
How does this new learning tie in with previous learning?
This ties in with previous learning because they have already had a lesson on greater than and less than as well
as the greater than and less than symbols, so this will be a review of the concept.
Objective and its purpose
What do you want the students to learn?
I want the students to become more confident in the concept of greater than and less than as well as the
symbols for each. This will be important to their future learning.
What results do want from this lesson?
I want the students to be able to correctly identify numbers that are greater and lesser.
BODY:
Instructional input
The major part of the lesson
What will you do and how will you teach this material?
Is the material presented in achievable steps?
Write the facts and processes you will use
Include key vocabulary, visuals you will use, any demonstrations you will perform, technology you
will use
Modeling
Teacher demonstrates what students will be expected to do with these facts and concepts
Modeling happens throughout instructional input
Criteria for correct performance is explained
Checking for understanding
What are students going to do to show you that they understand? This could be something like
students in pairs explain ___ to each other, Thumbs up, thumbs down, thumbs side, or Students in
cooperative teams discuss the essential question __________.
I will then have the students identify what is the same about each group. I will do this by using the sticks to call on
them. I will say, OK, now that we have placed our examples in the correct columns, lets talk about these examples.

Well start with this column (pointing to the one that has the greater than examples). Then I will call pull a stick and
say, (insert name here), what do you notice about these examples? If they answer correctly, I will write greater
than above the column. If the need arises, I will guide the student to the correct answer by pointing to a few of the
examples and walking them through how to find the answer. Then I will draw another stick and ask that student If
this column has examples of greater than, what does this column (pointing to the one with less than examples)
have examples of? If the student says less than, then I will write less than above that column. If the need arises,
I will attempt to guide them to the correct answer by pointing to a specific example and walking them through how
to find the answer. Then I will review the meaning of greater than by saying the phrase greater than means that
one number is bigger, or further from zero, than the other. I will then point to an example under the greater than
column and say For example, in this example, we see that 6 is greater than 4. I will check for understanding by
using the thumbs up, thumbs down, thumbs side method. I will ask them does this all make sense? If yes, put
your thumb up like this. If it does not make sense, put your thumb down like this. If it kind of makes sense, put your
thumb to the side like this. Depending on how many thumbs down and thumbs side I see, I will determine if I need
to go back and review some more. If I see more thumbs up than thumbs down or thumbs side, I will then move on to
reviewing less than. I will say the phrase less than means that a number is smaller, or closer to zero, than the
other. Then I will point to an example under the less than column and say For example, in this example, we see
that 4 is less than 6. I will check again for understanding by using the thumbs up, thumbs down, thumbs side
method. I will ask them does this all make sense? Thumbs up for yes, thumbs down for no, and thumbs to the side
for kind of. Depending on how many thumbs down and thumbs side I see, I will determine if I need to go back and
review some more. If I see more thumbs up than thumbs down or thumbs side, I will then move on to a quick review
of the greater than and less than symbols by saying Remember that the alligator want to eat the bigger number so
he gets full. Once I make sure that everyone understands, I will move on to guided practice by saying since we all
seem to understand, lets line up. I will hand you a piece of paper with some math problems on it. We are going to do
the first two problems together so you know how to do it. During this time, you can ask any questions you might
have. Once we have done the first two problems, then you are going to do the rest on your own while I walk around
to see how you are doing on the assignment. Then the students will line up, get their paper and go to their desks.
We will then move on to the closing section of the lesson.
If there are more thumbs down and thumbs side than thumbs up, I will say, Raise your hand if you have a question
and I will call on you one at a time to answer them. I will take the time to answer the questions and do any
modeling necessary. Once all the questions have been answered, then I will say OK. Line up in front of me. Were
going to work on a worksheet that has some math problems on it. Well do the first two together. During this time,
you may ask any questions you have. Once we have done the first two problems, then you are going to do the rest
on your own while I walk around to see how you are doing on the assignment. The students will then line up and

receive their worksheet.

CLOSE:
Guided practice
Students do some work while the teacher circulates around the room and helps students
For guided practice, I will have them do two of the problems on the worksheet with me. This way I can make sure
that they understand what is expected and answer any last minute questions they may have.
Independent practice
Students do some work and skills to practice the skills and concepts learned during the lesson.
This work is done with minimal or no teacher help
Could be homework
During this time, students are showing you that they have mastered the concepts or facts that they
learned.
For independent practice, I will have the students finish their worksheet. As they work, I will walk around and make
sure everyone is on task.
Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I asked the students lots of questions and made sure to phrase things at their level. My master teacher also worked
with some of the students who were struggling.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence.
A few were successful in achieving the objective. You can see this in the high and middle level examples provided.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
I think the students needed to have more exposure to the greater than and less than signs before being taught this
lesson.
3. What would you change about the lesson and why?
I would change when this lesson was taught. This would be a great review lesson, bu not a good introductory lesson.
It might also be better taught in an older classroom such as a second grade classroom.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.